Professional Practice ! Secondary Program Report Pre-senice TeacherSname | f apy Vig [ susstic (949 792 | cuntestingatea ay hee Dalss: al an [cant : parame ets greet) .|e0des | saa E UK ingsiieced aS Wolplacement | pot [ SUMMARY COMMENTS by the SUPERVISING TEACHER ae th | bam cemonstedes ain egdlerstaraing of the | Ccurrecilum , Sebject content HL Learning experiences. She effectively | en gas ee Students in A@aynin by ASE i a ae ance Bebncdpsies th Order) to meet ibhduvidual leew necks She also active! Lists aud p. S| altention to LES needs aud reeperlcs | Lan cates A warm Attractive tavitin ound Sgpportive Cakereon anvirennentrm aad! seen. OVERALL ASSESSMENT Grade: FA satistectory C7 nsatistectory ‘SATISFACTORY: The Preservice Teacher has passed andmet the expacied senda n most ofthe relevant laments as deoonbed by ‘he NSW nite of Teachers forts sage of ter rofasonal learning, Where a Pro-cence Teeche's rk ic cosidered outstanding ce well above average, his judgment shouldbe reflected in he summery comments UNSATISFACTORY: The Pre-sarice Teacher has failed this Professional Experience untand hes not demonstrated all ofthe relevent lemonts as described by the NSW instiute of Teechers. The Supervising Teacher, Profesional Experieoe Coordinator and Principal ‘are ofthe opinion that the Pre-service Teacher requires an action Po‘essional Experienoe to attamptte demonstrate salfectory competence as a gracias teacher. No Preservice Teacher should receive an Uneatsfatery grads without being placed At Risk and the Corrie of Avice being convened. This grade may be recommended on ONE oc more cf tie falling grounds + Perfomance Defiencies - ie. talue to exit crtera indicate for he patoular Profesional Experence unit + Withoraing trom Professional Expanence — unless a VithcraselVihout Penalty is awarded: + Nar-Avademie Misconduct Supervising Teachers Name Mit. & Hetickureonetuce lefig Pre-service Teachers Signature: ae Date AGF Preenice Teachers eto be acessedby te Supersng Teacher aga the elevant Graduate Teacher Sandor tht ae appicble {Professional Experience lil as ether 1D ~ Not demonstrate D ~ Demonstrated; E ~ Exceeds eypaciaons. Elaborefe onthe Ere- service Teacher's professional practos inthe Comment section. f Standards ere notable tp be demonstrated please provide an explanaton in re appropriate Comments section, if standards are not relevant please inset HA.| STANDARD 1EKNOW STUDENTS AND HOW THEY LEARN | Focus area [ia Piste sola | and intellectual, deretopment and | charetostcs of Students intellectual development and characteristics of students andl how these may alfect earning. (1.2.1 Understan noledge and understanding of research into how students students learn [13.0 Students wah verse inst lamina segs and eed of students fom dre Hing, clara | cual sissiond | isons and sociossnmonis bossa, secioccsnomic backgrounds Danioiiate Broad Knowtada cultural identi and linguistic hackeround on the education of stodens fom Tones Strait Isiander Aboriginal and Tomes Strait Islander backgrounds. students 1.31 Difésate "7 Denote oud and undesianding of sites fr dicen] teaching to mest the teaching to mest the spc letnina news of stndats oto he lange specific kaming needs | of lites | fall range of abilities 16.1 Stratezies to | Demonsifute broad hnowlodge and understanding of lepilative requirements suppoxt full partiepation | and teaching strategies thot support participation and leaming of students of students with ‘with disability ising | ise canriculum, asessmicat an sequences and lesson plans seporting eas sesieetenas tt Jak Uniensand and Denonstate broad inoniade of undastanding oFand maps napect Aboriginal nd | Aboriginal and Tomes Strat Islander histories, cultures and languaces. Tomes Stat Isiander | people promote | reconciliation between Indigenous and non- 6.1 Information and 7 implement teaching strategies for using ICT to expand curriculum leaming ier Communication ‘opportunites for students. | || Technology GCT : ete ‘Comments Professional Practice | Report Supervising Teachers signature:GRADUATE TEACHERS a Set leming sols tht provide achievable cena fr ste | varying abies and esac 3.2.1 Plan, structure and saguence lear programs Plan lesson sequences sit cffective teaching siatexios, | Fol ange of teaching tees Ball Selon se ate now sip ofa range of rsourde ang FCT resotroes | engage stout in he et of verbal and non-verbal communication stra wement, ¥ 35.1 Useeifeetive | Demonstrate ar classroom | support student communication | Set Evauateand ~~ Demonia id Kaowiaiay af statces ac bowed evalle t | improve teaching teaching programs to improve sudent learning iv [71 Bosaas pcs’ | Dissiboa road nga of AAG er valving paceatav Re Pt | carers in the educative | educative process. ann process _ B a ae ae | Comments [STANDARD 4: CREATE AND MAINTAIN SUPPORTIVE AND SAFE LEARNING ENVIRONMENTS poe ASPECT GRADUATE TEACHERS. “41.1 Support sadnt | Eden stratezis to support inclusive tt poraipaton end engagement 7 “pticipaon inclassoom atvites \ “12.1 Manage cssoom | Demonstrate te capaci to organise Uawoom Sti and provi har activities "| inetions 43.1 Manx | Demonstrate knowledg {challenging behaviour | behaviour, eer [Aoi Maintain student | Describe stuiapies that sippor students wellbeing and safety working | ay | within seoo andor sytem, caiculum and legislative rere. ‘of practical approaches to allenging 151 ies TCT salty, | Demonic an wd responsibly and ethically | available to support the sate, responsible and ethical se of 1CT in eaming snd teachin | hea Si a tot | | ‘Comments Profesional Practice | Report 5 a er ca, Ah Supervising Teachers sign: ‘ia Bre-senice Teaches signature a| Focusarea__ | GRADUATE TEACHERS ‘sess sudint | Demonstrate understanding of ascsancal soa laclads femal and formal, diagnostic, formative and summative aprogches to assess student Demonstrate the capacity to interpret studemt asses sndent learning and wsodily teaching practice Interpret student data Jenin {32 Biovide | Demonstrate an understanding of the purpose of providing feback to ‘appropriate feedback to students about their learning. | students on their | | Hauming a a re 3 Make | Deas undesinding of assent ondoton a aplication consistent nd | support consistent and comparable judgements of student learning. somparable | judgements | 135 Report on Demons ling of a range of strategies for reporting students student | and parents carers and the purpose of keeping avcwrate and reliable records of achievement | student achievement. | Eames es oe Pease F Comments FTANDARD @ ENGAGE IN PROFESSIONAL LEARNING [(focuarea | GRADUATE TEACHERS 6.1 Mentify and plaa | Ds Demonstrate an undetstanding ofthe role of the Australien Profesional professional learning [weeds Standards for Teachers in identifying professional leaning needs. evant and appropriate sources of profisssional learning. | professional leaming | and improve practi: poh. ppereee ae = ngage With Seck and apply constructive fecdbaek fiom supervisors and teachers to | colleagues and improve teaching practices. ustrate an widerstanding of the rationale for continued professio: | Teaming and the implications fr ngroved student learning 7 Understand and apply the key principles described in codes of ethics and 1 Meet professional | conde forthe teaching profession. | edbies and responsibilities [acon wth | esis | sisinissative and | organisational | requirements 173 Fomage with ie parentsicarers = 7-1 Engage with ‘Understand the tole of eviemal professors and community 1 | professional techine | representatives in broadening teacher’ professional Snowlelee and 3A j networks and broader | practice | Professional Practice | Roport ‘Supervising Teacher's signature: